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Finding the Optimal Scaffoldings for Learners' Epistemological Beliefs during Ill-Structured Problem Solving
ARTICLE

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Interactive Learning Environments Volume 24, Number 8, ISSN 1049-4820

Abstract

This study investigates how scaffolding type and learners' epistemological beliefs influence ill-structured problem solving. The independent variables in this study include the type of scaffolding (task-supported, self-monitoring) and the student's epistemological belief level (more advanced, less advanced). The dependent variables include three components of problem-solving skill (problem representation, solution development, monitoring and evaluation). The two-way multivariate analysis of variance results reveal that students in the self-monitoring scaffolding group earned higher scores on problem representation and solution development than those in the task-supported scaffolding group. Students with more advanced epistemological beliefs also earned higher scores on solution development and monitoring and evaluation than did those with less advanced epistemological beliefs. In addition, a significant interaction was found between scaffolding type and epistemological belief level. These findings suggest that students can benefit from self-monitoring scaffolding in web-based problem solving and that different types of scaffolding should be provided according to the student's epistemological belief level.

Citation

Shin, S. & Song, H.D. (2016). Finding the Optimal Scaffoldings for Learners' Epistemological Beliefs during Ill-Structured Problem Solving. Interactive Learning Environments, 24(8), 2032-2047. Retrieved March 19, 2024 from .

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